After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance. How can that be? Don’t children love to be praised? Yes, children love praise. And they especially love to be praised for their intelligence and talent. It really does give them a boost, a special glow — but only for the moment. The minute they hit a snag, their confidence goes out the window and their motivation hits rock bottom. If success means they’re smart, then failure means they’re dumb. That’s the fixed mindset.

Dweck believes that children’s mindsets are profoundly affected by how we praise them. What should be praised is not just success and signs of intelligence, but the application of the learning process – the effort, perseverance, strategizing, and resulting improvements. This fosters motivation and a sense for how success can be achieved. If we praise only successful results and other signs of intelligence, we may give the child a temporary confidence boost, but we may unwittingly be fostering a fixed mindset. The result is greater fragility, and a dependence on constant validation.

Parents think they can hand children permanent confidence — like a gift — by praising their brains and talent. It doesn’t work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

Getting children to say ‘Please’ and ‘Thank you,’ directly and in writing, is one of the chief tasks of child-rearing. It is a simple matter, requiring about ten years of contant vigilance, but those who give up on it might as well — and generally do — concede failure on the entire enterprise of civilizing their young.

Never tell a child that something it’s too hard

It is worth recalling here that the injudicious use of rewards and praise can be pressure tactics no less than verbal or physical coercion. As we have seen, there are three dangers with motivating by means of reward and praise. First, they feed the anxiety that not the person but the desired achievement is what is valued by the parent. They directly reinforce the insecurity of the ADD child. Second, since children can sense the parents’ will pushing them, even if under benign disguises such as gifts or warm words, counterwill will be strengthened. Third, praise and reward will themselves become the goal, at the expense of the child’s interest in the actual process of what he is doing. Children thus motivated will sooner or later learn to get by with the least amount of effort necessary to earn the praise or the reward. Short cuts and cheating often follow.

When a kid struggles at math, instead of saying, “Maybe math isn’t one of your strengths,” Dweck recommends, “The feeling of math being hard is the feeling of your brain growing.

She considered the familiar conundrum inherent in complimenting a child for doing something well in the course of what ought not to have been done at all, and kept her peace.

When a child asks you something, answer him, for goodness sake. But don't make a production of it. Children are children, but they can spot an evasion faster than adults, and evasion simply muddles 'em.

Praise should deal, not with the child’s personality attributes, but with his efforts and achievements.

Parents should learn to stop nagging their children about how well they could do “if you only tried more, or cared more.” Trying and caring, in specific areas, is built into people; or else it comes to them later, if they mature properly; or it never comes at all. But it is dead certain that no young person was ever motivated by a querulous, disappointed parent more concerned with his own pride than with the child’s ultimate self-actualization.

One cannot always know what children are thinking. Children are hard to understand, especially when careful training has accustomed them to obedience, and experience has made them cautious in their conversation with their teachers. Will you not draw from this the fine maxim that one should not scold children too much, but should make them trustful, so that they will not conceal their stupidities from us?

We must re-create an attractive and caring attitude in our homes and in our worlds. If our children are to approve of themselves, they must see that we approve of ourselves. If we persist in self-disrespect and then ask our children to respect themselves, it is as if we break all their bones and then insist that they win Olympic gold medals for the hundred-yard dash.

Outrageous.

when you teach children to measure themselves from their success, they then measure themselves from their failure as well.